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Section 1

Section 5

Report ECE Progress and Engage in Review Processes

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Introduction

At this stage, you should have established the ECE components (strategies, activities, indicators and targets) in the Education Sector Plan (ESP), the operational plan and the ESP Results Framework.

Section 5 focuses on supporting the monitoring and review of the implementation of the ECE components across the different moments of the Education Sector Plan (ESP) monitoring and evaluation cycle (please see Figure 1).

Figure 1. Education Sector Plan (ESP) Monitoring and Evaluation Cycle
Figure 1. Education Sector Plan (ESP) Monitoring and Evaluation Cycle Source: MOOC Module 5

At the different points of the M&E cycle, different types of reviews are required, each with specific purposes and backed by specific reports. MOOC Module 5 (p. 12) provides an overview of the key aspects of these different types of review processes and reports (including information on when it takes place, the purpose, the content, the responsible entity, the target audience, and ECE considerations). These review processes are usually outlined in the Results Framework or ESP Monitoring and Evaluation Plan (“M&E Plan”). For more background information on the monitoring and evaluation process for the Education Sector Plan (ESP) in general, please see MOOC Module 5 (p. 9-20).

Section 5 helps you to plan for regular data collection and analysis in order to engage meaningfully in the different types of review processes according to the Results Framework or M&E Plan. Using this Section’s tools will prepare you to report on ECE-specific progress towards achieving ECE goals in the Education Sector Plan (ESP).

Please note that, at this time, this Section currently only has one tool to support you with engaging in annual review processes such as a joint sector review (JSR) of the education sector. This tool may also be relevant and helpful to support you with engaging with other types of review processes (for example, mid-term review and final review and evaluation). In the next phase of development of this toolkit (in 2021-2022) as part of the KIX Initiative, further implementation-focused (including review and reporting processes) guidance and tools may be added.

For now, this Section 5 intends to support the ECE TWG with planning in advance – at the time of finalizing the Education Sector Plan (ESP), operational plan and Results Framework – for forthcoming sector reporting and review processes. Using your operational plan and Results Framework as the basis, it is important to have an idea of:

  • which ECE data will be collected;
  • when it will be collected;
  • who will consolidate the data;
  • who will analyze the data; and
  • to whom the analysis will be reported.

Reminder

Section 5 Objectives

The overall objective for Section 5 is for ECE data to be consolidated, reported and regularly reviewed to determine progress of the implementation of the ECE components so that any necessary adjustments to these components can be made.

To achieve this objective, the following action should take place:

This action will help stakeholders understand how they should plan to consolidate, report, and analyze/review data on the ECE indicators and corresponding targets that were included in the operational plan and Education Sector Plan (ESP) Results Framework. The results will then inform the ECE subsector’s contributions to the annual review processes. The aim is to enhance (a) ECE engagement in sector-wide reviews, (b) transparency on ECE progress made, (c) areas for improvement, and (d) accountability for ECE components of ESP’s implementation.

Section 5 Tools

This section has one tool – using it will help ECE TWG stakeholders consolidate, review and report ECE data to determine progress of the implementation of the ECE components so that any necessary adjustments to the ECE components can be made.

Cross-cutting considerations for Section 5

The monitoring and evaluation cycle presents opportunities for consultations and policy dialogue around ECE. Throughout the different points of this cycle (annual review, midterm review, final review and valuation), it will be important for the ECE TWG to advocate with both the Ministry of Education and development partners directly supporting government planning efforts, to ensure that the ECE is highlighted and given due attention in these review processes.

Understanding the characteristics of such review processes (ex. scope, target audience, entity responsible, purpose, etc.) and preparing adequately for them are key first steps. The preparations include collecting and analyzing data, reflecting on progress of implementation (including successes and challenges) and documenting the analysis in a user-friendly way.

Other national review processes outside the Education Sector Plan (ESP) cycle are important for ensuring a review of the ECE subsector is included and advocacy for ECE needs reported and discussed, including:

  • In crisis contexts: if there is a response review by clusters such as the Education Cluster, Protection Area of Responsibility, or sector-wide efforts. These may include an “after action review,” joint-program review, cluster “moment of reflection” or the Humanitarian Needs Overview (HNO) or Humanitarian Response Plan (HRP) processes part of the Inter-Agency Standing Committees (IASC) Humanitarian Programme Cycle. Historically, ECE has not been included in HRPs and evidence is limited suggesting it is systematically part of inter-agency review and reporting processes.
  • Gender and Inclusion: Agencies programmatic reviews, such as the gender programmatic review conducted by UNICEF; ensuring ECE inclusion, crisis and gender-related indicators are reported on as part of global reporting processes such as OECD DAC gender equality policy marker reporting or reporting on the Gender with Age Marker.

For information on data that may be presented and reported during these processes, please refer to the Section 2 Landing Page, Section 2 Landing Page Cross-Cutting Considerations, and Section 2 Tools.

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